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Autor/inDoerr, Neriko Musha
Titel'Global Competence' of Minority Immigrant Students: Hierarchy of Experience and Ideology of Global Competence in Study Abroad
QuelleIn: Discourse: Studies in the Cultural Politics of Education, 41 (2020) 1, S.83-97 (15 Seiten)Infoseite zur Zeitschrift
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ZusatzinformationORCID (Doerr, Neriko Musha)
Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN0159-6306
DOI10.1080/01596306.2018.1462147
SchlagwörterMinority Group Students; Immigrants; Study Abroad; Student Participation; Cultural Awareness; Competence; Student Characteristics; Global Approach; Empathy; Bilingualism; Multilingualism; College Students; Foreign Countries; Hispanic American Students; Sierra Leone; Spain; Bangladesh; United States
AbstractIn this article, I analyze implications of recent calls to increase minority students' participation in study abroad. I argue, although these calls aim for inclusivity, they frame study abroad as the only way of fostering 'global competence' and imply that minority students lack it. I also highlight the oft-erased global competence nurtured in minority immigrant students' experience. My ethnographic researches of three study abroad trips show that bi/multicultural and bi/multilingual minority immigrant students studying abroad already had global competence and utilized it to enrich their experience. I attribute the lack of acknowledgment of their global competence to the elitist legacy of study abroad, emerging regimes of mobility, and current neoliberal conditions that position races hierarchically. I then suggest new approaches to global competence and study abroad. (As Provided).
AnmerkungenRoutledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2022/1/01
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